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100 Cards in this Set
- Front
- Back
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_____ is the actual author of the WISC-IV.
a)Robert Thorndike b) Bender Gestalt c) The staff of the Psychological Corporation d) David Wechsler |
c) The staff of the Psychological Corporation
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The WISC-IV age range is from
a)5-16 b)6-16 c)6-15 d)5-15 |
b)6-16
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The WISC-IV full scale has ___ reliability.
a)good (.97) b) fair (.82) c) marginal (.64) d)poor (.55) |
a)good (.97)
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The mean and standard deviation of the WISC-IV Composites are ___ respectively.
a) 100, 20 b) 100, 3 c) 100, 15 d) 95, 15 |
c) 100, 15
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Which WISC-IV Verbal Comprehension subtest has the lowest average standard error of measurement?
a) information b) vocabulary c) comprehension d) similarities |
b) vocabulary
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Which WISC-IV perceptual reasoning subtest has the lowest average standard error of measurement?
a) Block design b) Matrix Reasoning c) Picture Concepts d) Picture completion |
b) Matrix Reasoning
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WISC-IV test-retest findings indicate that for the total test-retest sample
a) changes in the FSIQ are about 5-6 points b) changes are greater for the Processing Speed composite that for the other composites c) changes in the FSIQ are about 11 points d) both a & b |
d) both a & b
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Suppose a colleague planned to use the WISC-IV retest results in making a placement decision and the elapsed time since the original test was apporximately 9 months. What advice would you give this colleague?
a) go ahead with your plan b) don not go ahead with your plan; instead, use another indivisually administered well-standardised test of cognitive ability for the reexamination. c) go ahead with your plan, but administer a second intelligence test. d) Do not go ahead with your plan; instead, use a multi-method plan that does not include an intelligence plan. |
b) don not go ahead with your plan; instead, use another indivisually administered well-standardised test of cognitive ability for the reexamination.
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Studies comparing the WISC-IV and the WISC-III indicate that the WISC-IV FSIQ's are ___ WISC-III FSIQ's
a) about 2.5 points lower than b) about 2.5 points higher than c) essentially the same as d) about 7.5 points higher than |
a) about 2.5 points lower than
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On teh WISC-IV, you can place the most confidence in the FSIQ, followed by the___ composite.
a) Verbal Comprehension b) Perceptual Reasoning c) Working Memory d) Prosessing Speed |
a) Verbal Comprehension
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The ___ WISC-IV subtest correlates more highly with the FSIQ than do the other subtests
a) Cancellation. b) Matrix Reasoning c) Vocabulary d) Letter-Number Sequencing |
c) Vocabulary
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There is a ___ relationship between the g loadings of WISC-IV subtests and the extent to which the subtests correlate with the Full Scale
a) Strong Negative b) Strong Positive c) Weak Positive d) Weak Negative |
b) Strong Positive
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Children whose parents graduated from college had WISC-IV FSIQ's that were about __ points higher than those of children whose parents did not attend college
a) 35 b) 5 c) 20 d) 9 |
c) 20
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___ are the 3 WISC-IV subtests that have the highest factor loadings on Perceptual Reasoning.
a) Block Design, Matrix Reasoning, Picture Completion b) Block Design, Coding, Symbol Search c) Picture Concepts, Matrix Reasoning, Vocabulary d) Picture Completion, Letter-number Sequencing, Comprehension |
a) Block Design, Matrix Reasoning, Picture Completion
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___ has a high factor loading on the WISC-IV Working Memory.
a) Block Design. b) Vocabulary c) Letter-Number Sequencing d) Coding |
c) Letter-Number Sequencing
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__ has a high facto loading on the WISC-IV Processing Speed
a) Matrix Reasoning b) Cancellation c) Digit Span d) Information |
b) Cancellation
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On the WISC IV, ___ has the highest g loadings and ___ has the lowest g loadings.
a) Block Design; Coding b) Vocabulary; Cancellation c) Similarities; Cancellation d) Block Design; Coding |
b) Vocabulary; Cancellation
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The ___ WISC-IV Composite has the lowest g loadings.
a) Verbal Comprehension b) Perceptual Reasoning c) Working Memory d) Processing Speed |
d) Processing Speed
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What should you do if you unnecessarily administered a WISC-IV item below the start point and the child missed the item?
a) Give 0 because the child missed the item b) Delete the item and prorate the score on the subtest c) Use your clinical judgement - if you believe the child knew the answer give credit d) Count the answer as correct regardless of the child's response. |
d) Count the answer as correct regardless of the child's response.
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When a child passes WISC-IV items after the discontinue point,
a)Give credit only if the child is between 6 and 8 years of age b)Give the child credit regardless of age c)Do not give the child credit d)Give the child partial credit |
c)Do not give the child credit
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The best estimate of general intellectual ability on the WISC-IV is provided by the
a) Verbal Comprehension Composite b) Perceptual Reasoning Composite c) Full Scale IQ d) Working Memory Composite |
c) Full Scale IQ
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The WISC-IV Block Design subtest:
a) measures the receptive aspect of visual-motor coordination b) is a poor measure of g c) is timed only for the last 7 items d) is a concept-formation task involving analysis and synthesis |
d) is a concept-formation task involving analysis and synthesis
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If you are unsure of how to score a response while you are administering a WISC-IV subtest and the item is at a discontinue point, you should
a) move to another subtest b) err on the side of safety, and administer additional items c) stop testing d) use a partial credit system |
b) err on the side of safety, and administer additional items
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A WISC-IV two-subtest short form popular as a screening instrument is
a) arithmetic and object assembly b) information and symbol search c) similarities and picture completion d) vocabulary and block design |
d) vocabulary and block design
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The WISC-IV digit span is a good measure of
a) processing speed b) short-term auditory memory c) abstract thinking d) arithmetical ability |
b) short-term auditory memory
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The WISC-IV picture concepts subtest is a
a) core perceptual reasoning subtest b) a core verbal comprehension subtest c) a supplemental perceptual reasoning subtest d) a supplemental verbal comprehension subtest |
a) core perceptual reasoning subtest
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The WISC-IV coding subtest involves
a) long-term visual memory b) visual scanning and tracking, and short term memory c) temporal sequencing d) analytic strategies |
b) visual scanning and tracking, and short term memory
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The WISC-IV vocabluray subtest is
a) usually affected by psychological disturbance b) unstable over time c) not related to educational experiences d) relatively resistant to neurological deficits |
d) relatively resistant to neurological deficits
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The WISC-IV vocabulary subtest
a) is the best measure of g in the scale b) has various amounts of subtest specificity across the WISC-IV age range c) is a reliable subtest d) all of the above |
d) all of the above
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According to the text, the WISC-IV Letter-Number Sequencing subtest involves
a) concept formation b) long term auditory memory visual-motor ability d) short term auditory memory |
d) short term auditory memory
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The WISC-IV similarities subtest measures the ability to place objects and events together in ameaningful group. This ability is referred to as
a) preoperational thinking b) holistic processing c) eidetic imagery d) concept formation |
d) concept formation
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A flat WISC-IV profile with above average scaled scores (14-16) suggests that the child is
a) bored at school b) intellectually gifted c) depressed d) may profit from instruction that emphasizes structure |
b) intellectually gifted
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A WISC-IV flat profile with below average scaled scores (2-4) suggests that the child
a) has limited intellectual ability b) needs specialised instruction c) both a & b d) none of the above |
c) both a & b
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According to the tesct, a WISC-IV profile with subtest scaled scored that vary from 8 to 12 suggests ___ ability across all areas measured
a) average to superior b) average c) below average to average below average to above average |
b) average
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The goal of the WISC-IV profile analysis is to
a) confirm a learning disability b) generate hypothesis about the child's abilities c) confirm brain injuries d) both a & c |
b) generate hypothesis about the child's abilities
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On the WISC-IV, variability outside of "normal limits" should generally be interpreted as
a)indicating psychopathology b) reflecting a child's cognitive strengths and weaknesses c) indicating a learning disability d) indicating brain injury |
b) reflecting a child's cognitive strengths and weaknesses
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The simplist way to approach WISC-IV profile analysis is to
a) make an intramodel comparison b) look at nonsignificant differences between scores c) refer to the norm group use a qualitative system |
c) refer to the norm group
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When you describe a child's WISC-IV cognitive abilities in relation to his or her own level of performance, you are making a(n) ____ comparison
a) interindividual b) intraindividual c) between groups d) raw score |
b) intraindividual
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A "base rate" on the WISC-IV refers to
a) the profiles that indicate a certain diagnosis b) the success rate of interventions based on profiles c) the frequency with which patterns of scores occurred inthe standardization sample d) the interpretation of scores validated in large independent studies |
c) the frequency with which patterns of scores occurred inthe standardization sample
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The mean and standard deviation of the WPPSI-III composites are ___, respectively
a) 100, 20 b) 100, 3 c) 100, 15 d) 95, 15 |
c) 100, 15
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On the WPPSI-III, you can place the most confidence in the FSIQ, followed by the
a) Verbal IQ b) Performance IQ c) Processing Speed quotient d) General Language Quotient |
a) Verbal IQ
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Suppose a colleague planned to use WPPSI-III retest results in making a diagnostic decision and the elapsed time since the original test was approximately 9 months. What advice would you give tot his colleague?
a) Go ahead with your plan b) Do not go ahead with your plan; instead, use another individually administered well standardised test of cognitive ability for the reexamination c) Go ahead with your plan, but administer a second intelligence test d) Do not go ahead with your plan; instead, use a multi-method plan that does not include an intelligence test |
b) Do not go ahead with your plan; instead, use another individually administered well standardised test of cognitive ability for the reexamination
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Studies comparing the WPPSI-III adn the WPSSI-R indicate that the WPPSI-III Full Scale IQ's are ___ than the WPPSI-R Full Scale IQ's
a) about .6 point lower b) about .6 point higher c) about 5 points lower d) about 5 points higher |
a) about .6 point lower
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The correlation between the WPPSI-III Full Scale IQ and the WISC-IV Full Scale IQ is
a) .60 b) .70 c) .85 d) .97 |
c) .85
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What should you do if you unneccessarily administered a WPPSI-III item below the start point and the child missed the item?
a) Give 0 points because the child missed the item b) Delete the item and prorate the score on the subtest c) Use your clinical judgement - if you believe that the child knew the answer, give credit d) Count the answer as correct regardless of the child's response |
d) Count the answer as correct regardless of the child's response
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When a child passes WPPSI-III items after the discontinue point,
a) give credit only if the child is between 6 and 7 years of age b) give the child credit regardless of age c) do not give the child credit d) give the child partial credit |
c) do not give the child credit
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The best estimate of general intellectual ability on the WPPSI-III is provided by the
a) Verbal Composite b) Performance Composite c) Full Scale IQ d) Perceptual Reasoning Composite |
c) Full Scale IQ
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High scores on the WPPSI-III Block Design subtest may indicate
a) good visual-perceptual reasoning b) poor short term visual memory c) good short-term visual memory d) both b & c |
a) good visual-perceptual reasoning
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Failure on easy items on the WPPSI-III Information subtest coupled with success on the more difficult items may suggest
a) good motivation b) temporary inefficiency c) poor short-term memory d) a high level of interest |
b) temporary inefficiency
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Reading can be conceptualised as having five levels of cognition. The lowest level is ___ and the highest level is ___
a) letter identification; reading fluency b) word attack skills; passage comprehension c) letter identification; passage comprehension d) sight recognition; reading fluency |
c) letter identification; passage comprehension
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___ refers to the functional use of language to communicate messages and other pieces of information.
a) morphology b) phonology c) semantics d) pragmatics |
d) pragmatics
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___ refers to the order, or arrangement, of words in sentences that make sense
a) morphology b) pragmatics c) syntax d) spelling |
c) syntax
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Receptive language refers tot he ability to understand messages through
a) listening b) reading c) speaking d) both a & b |
d) both a & b
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Expressive language refers to the ability to produce or generate meaningful messages through
a) listening b) reading c) speaking d) both a & b |
c) speaking
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Until about 5 years, ___ are the primary means of communicating
a) crying and pointing b) feeling and wishing c) listening and speaking d) thinking and drawing |
c) listening and speaking
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___ is the most important influence on how quickly and extensively language skills develop.
a) birth order b) gender identity c) home environment d) preschool placement |
c) home environment
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Reading is a subset of ___, and writing is a subset of ___.
a) semantics; speaking b) listening; speaking c) speaking; drawing d) acting; spelling |
b) listening; speaking
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LAnguage tests have been criticized for being heavily culturally loaded. According to the text, is this criticism justified?
a) definately not b) yes c) only for children over age 3 d) only for children prior to entry into school |
b) yes
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Listening can be conceptualised as having 4 levels. The lowest level is ___, and the highest level is ___.
a) meaning of words; sentence comlpetion b) meaning of words; understanding contextual speech c) meaning of words; meaning of concepts d) meaning of concepts; understancding contextual speech |
b) meaning of words; understanding contextual speech
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Writing can be conceptualised as having 4 levels. The lowest level is ___, and the highest level is ___.
a) spelling accuracy; writing compositions b) spelling accuracy; correct sentence structure c) punctuation and capitalization; writing composition d) punctuation and capitalization; correct sentence structure |
a) spelling accuracy; writing compositions
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The Boehm Test of Basic Concepts - Revised Version (BTBC-R) intends to measure
a) knowledge of concepts thought to be necessary for understanding verbal instructions and for academic achievement in the first few years of school b) basic skills necessary for the transition into third grade c) social skills necessary for appropriate attitudes for academic success beginning at age 6 d) all of the above |
a) knowledge of concepts thought to be necessary for understanding verbal instructions and for academic achievement in the first few years of school
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The Peabody Picture Vocabulary Test - III (PPVT-III) takes about ___ minutes to administer
a) 5 b) 10 c) 20 d) 30 |
b) 10
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The Peabody Picture Vocabulary Test - III (PPVT-III) measures
a) mixed expressive-receptive vocabulary b) receptive vocabulary c) percetual processing d) expressive vocabulary |
b) receptive vocabulary
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The Test of Auditory Comprehension of Language - 3rd edition (TACL-3)
a) has 3 subtests b) is well standardised c) is designed for children between 3-0 and 12-11 d) both a & b |
d) both a & b
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According to Lezak, clinical assessment of speech and language function will include all of the following except
a) spontaneous speech b) repetition c) speech comprehension d) naming e) erading f) writing g) grammar, syntax, and punctuation |
g) grammar, syntax, and punctuation
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According to Goodglass (in Lezak), evaluating speech includes all of the following except:
a) ease and quantity of production (fluency) b) articulatory errors c) speech rhythm and intonation (prosody) d) grammar and syntax e) gesticulations and expression (nonverbal communication) |
e) gesticulations and expression (nonverbal communication)
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According to Lezak, aphasia tests focus on disorders of symbol formation and associated apraxias and agnosias, and involve tasks that most adults would complete with few, if any errors.
T/F? |
True
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According to Lezak, the inability to produce the correct word at will is called
a) dysphasia b) dysnomia c) anamia d) alexia |
b) dysnomia
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According to Lezak, which lobe of the brain is essential for confrontation naming in most right-handers?
a) left frontal b) left temporal c) left parietal d) right frontal e) right temporal f) right parietal |
a) left frontal
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According to Lezak, impaired verbal fluency is usually associated with damage to which lobe of the brain?
a) occipital b) parietal c) frontal d) temporal e) lingual |
c) frontal
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According to Lezak, only left-sided lesions are associated with deficient verbal fluency performance?
T/F |
False
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According to Lezak, assessment of vocabulary ability provides an excellent guide to the general mental ability of the cognitively-intact individual as well as demonstrates the effects of dominant hemisphere disease?
T/F |
True
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According to Lezak, poor spelling in adults can represent
a) slowed language development/childhood dyslexia b) poor educational exposure c) reduced academic motivation d) adult-onset brain dysfunction e) a,b,d f) b,c,d g) a,b,c,d h) lack access to a good dictionary |
g) a,b,c,d
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According to Roeltgen (in Lezak), assessment of writing allows for the assessment of other dysfunctions associated with brain damage, such as grammar usage, apraxias involving hand and arm movements, and visupperceptual/visuospatial abilities.
T/F |
True
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According to Lezak, one's signature is so over-practiced that it should not be used as a sample of writing
T/F |
True
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Constructional activity combines all of the following but
a) visual perception b) motor response c) spatial and visua;-spatial processing component d) long-term memory |
d) long-term memory
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Because of the complexity of functions that influence performance on a constructional test, numerical scores convey only a limited amount of information about an individuals performance.
T/F? |
True
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Careful observation of how patients go about doing constructional tasks and the types of errros they make is necessary to distinguish the possible contributions of perceptual deficits, spatial confusion, attentional impairment, organizational limitations, motor planning and motivational problems
T/F? |
True
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The concept of constructional functions embraces which of the following large classes of activities?
a) drawing b) building/assembling c) reading d) memory e) spelling f) all of the above g) a and b only h) a, b, c i) a, b, d |
g) a and b only
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Impaired performance on constructional tasks can potentially be predictive of important activities such as meal planning
T/F? |
True
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A limitation in the understanding of visuospatial functions, and constructional activities in particular, is the
a) lack of a rich conceptual framework such as that surrounding language abilities b) the complexity of functions that influence perfrmance c) the number of different cognitive mechanisms/processes that subserve this behaviour d) all of the above e) a & c f) b & c |
d) all of the above
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On constructional tasks, patients with right hemisphere dysfunction tend to take a piecemeal, fragmented approach, losing the overall "gestalt" of the constructional task
T/F? |
True
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On conctructional tasks, patients with right hemisphere damage produce only very sparse, sketchy drawings
T/F? |
False
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On constructional tasks, patients with left hemisphere lesions may get the overall idea and proportions of the construction correct, and their drawings may be symmetric, but they tend to omit details and generally produce a shabby drawing
T/F? |
True
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The frequency of errors does not seem to differentiate patients with right and left hemisphere lesions on constructional tasks so much as the qualitative features of these errors
T/F? |
True
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Compared to copying, free drawing shows a disproportionately greater loss of detail and organsational quality with aging.
T/F? |
True
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Studies of drawing in children show that drawing develops in predictable sequence
a) simple designs>complex designs>human stick figures> complete human figures b) simple closed geometric shapes > open three-dimensional shapes > segmented human figures > complete human figures c) simple three dimensional shapes > complex geometric designs > segmented human stick figures > complete three dimensional human figures d) simple geometric figures > complex three dimensional designs > animal stick figures > human stick figures > complete human and animal figures |
b) simple closed geometric shapes > open three-dimensional shapes > segmented human figures > complete human figures
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Drawing tasks are rarely, if ever, performed successfully by cognitively impaired patients
T/F? |
False
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In drawing, the phenomenon of spatial hemi-inattention, also known as hemispatial neglect, tends to be reflected in the omission of details on the side of the drawing opposite the lesion, i.e., the contra-lesion side
T/F? |
True
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Hemispatial neglect (i.e. hemispatial inattention) is much more common after left hemisphere lesions than right hemisphere lesions.
T/F? |
False
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Which subtest from the Wechsler scales is generally recognised as the best measure of visuospatial organisation?
a) Picture Completion b) Picture Arrangement c) Block Design d) Matrix Reasoning e) Object Assembly |
c) Block Design
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According to Lezak, visual functions can be broadly divided along the lines of which of the following types of stimul?
a) semantic b) verbal/symbolic c) configural d) analytic e) a, b, c f) b and c only g) b & d only |
f) b and c only
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when using visually-presented material in the examination of lateralised disorders, the examiner cannot assume that
a) the right brain is doing most of the processing when stimuli are pictures b) the right brain is not engaged in distinguishing the shapes of words or letters c) visual symbolic stimuli have spatial dimensions and other visual characteristics that lend themselves to processing configurations d) most of what we see can be labelled e) a & b only f) c & d only g) all of the above h) none of the above |
e) a & b only
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Tests of colour perception tell us what in the assessment of visual perception?
a) identifies persons with congenitally defective colour vision (e.g colour blindness) b) identifies patients with colour agnosia and related defects (i.e. problems with colour recognition) c) identifies persons with visual acuity difficulties d) helps identify patients with hemispatial inattention e) all of the above f) a & b only g) c & d only h) a, b, d |
f) a & b only
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The perception of angular relationships tends to be a predominantly right hemisphere function except when the angles readily lend themselves to verbal description
T/F? |
True
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On facial recognition tasks using familiar faces
a) left hemisphere patients can correctly recognise the faces but are usually unable to name the person in the picture b) right hemisphere patients have difficulties recognising the faces c) patients with frontal lesions do poorly because of a poor search strategy d) all of the above e) a & c only f) none of the above |
d) all of the above
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Tests of ___ require the subject to make sense out of ambiguous, incomplete, fragmented, or otherwise distorted vsual stimuli
a) simple perceptual recognition b) visual organisation c) perceptual speed d) figure/design recognition e) visual interference |
b) visual organisation
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Tests of ___ are essentially visual recognition tasks that are complicated by distracting embellishments
a) visual recognition b) visual organisation c) visual interference d) figure/design recognition e) visual inattention |
c) visual interference
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Categories of visual organsiation tests include all of the following except
a) those requiring subjects to fill in missing elements b) tests presenting problems in re-organising jumbled elements of a percept c) test stimuli lacking inherent organisation onto which the subject must impose structure d) tests requiring the scanning and quantifying of stimuli on the test pare |
d) tests requiring the scanning and quantifying of stimuli on the test pare
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Verbal and nonverbal components of auditory perception appear to be functionally distinct.
T/F? |
True
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